Revolutionary GSD method

1. Revolutionary GSD method I never intended to make a new method. I thought we had plenty of them already! It just happened while I was teaching. I always wanted to deliver sense, order and deep understanding of English language to my students. This inevitably meant embedding applied linguistics and L1 into my teaching. So I did! From 2003 to 2009- more than 4000 students benefited from GSD method and we made a school with 7 branches out of one single classroom. The method was named a MIRACLE by our students, but teachers know that the secret lies within the applied linguistics! I named it the Gradual Skill-Developing method for it really introduces the language gradually in a true linguistic order!

3. Usage of L1- the mother tongue Case 1- Introducing- Beginner level (no L1 allowed) Teacher: �Hello! My name is�(say your names)� Students: �Hello! My name is say your names!� Case 2- Giving directions- Elementary (no L1 allowed) Student: Can you please translate me to the other page of the street? Teacher: Did you mean�help me get across to the other side? Case 3- Present Perfect- Pre-intermediate level (no L1 allowed) Student: I was* been there� Teacher: No, no! You say- I� been there...(teacher navigates the auxiliary verb) Student: Oh, I know! I am*been there many times! *Two classical mistakes of a Serbian speaker literally translating Serbian Present Perfect into English using to be which is Serbian auxiliary: to have is not an auxiliary verb in Serbian. How would a native English teacher/ teacher using only L2, recognize or explain such errors? How much time would it take? How many courses would it take to reach basic knowledge? Would a student ever be sure of his L2 competence?

4. What is the real beginning for the beginners? Starter course? 0 level Beginner course?? 0,5 level Elementary??? 1st level None of the above!!! Real beginning is APPLIED LINGUISTICS as a short introduction to any course book!

5. LINGUISTICS- corner stone of every language: both learning and teaching!

6. OUR STUDENT IS: A HOMO SAPIENS OR A PARROT ?

7. Michael Swan- about the importance of linguistics

8. Penny Ur- the usage of mother tongue in ELT practice The only really valid argument, in my opinion, in favour of minimizing (not banishing) L1 use is that over-use of L1 lessens the time available for English use in the classroom. Obviously we want our students to have maximum exposure to English in our lessons. But this means limiting L1 use, not banishing it altogether. Insisting on keeping to English even when students don�t understand what is being said may lead to the message �it doesn�t matter if you don�t understand�� SEETA online forum, 2008, www.seeta.eu

9. Language gone upside down ! Grammar translation method- GTM Direct method- DM Audio-lingual method- ALM Silent way- SW- Caleb Gattegno Suggestopedia- Georgi Lazanov Community language learning-CLL Total physical response- TPR method Communicative approach- CA method Neuro -linguistic programming- NLP method Almost every method denies the previous- taking into consideration only a certain aspect of the language learning, emphasizing a single view!

10. David Crystal: Decline of the communicative approach � Well, it had to decline. The reason being that it was never worked through� � that approach only works as long as you can keep in touch with the traditional approach. Because it's no good saying: "That's a fascinating use of language over there, you ought to use it." if the response is "How?" Crystal,David.,Interview for the ELT news, www. ELTnews.com

11. Adrian Tennant `s choice: compilation of methods If I think of how I try and teach in the classroom, I think I like approaches that involve the learner in the learning process. I don�t adhere to the idea of using one particular approach such as Grammar-Translation, Communicative, The Silent Way etc. I think all of these have their advantages and disadvantages and what any good teacher should do is pick and choose the best things from each. Tennant, Adrian.,Interview via e-mail, Nottingham, 2007, taken from the British Council Serbia web page

12. Wheels of change New ideas are usually based on old ones (whether or not they admit it!), but may contain genuinely new variations within them. What we want is an integrated teaching-learning model, combining worthwhile old ideas with useful and productive new ones. Penny Ur: �Wheels of change�, ETAI conference, 2006

13. Turning it UPSIDE RIGHT !

15. REMOVING THE MIST AWAY:Comparative and contrastive linguistics Serbian- familiar one sound=one sign A= / a: / H=/ h / I= / i / NOUN Case flexions Genders Number Congruency English - unfamiliar one sound= 2,3 signs /a:/= car one sound=one sign /h/= hot two sounds=one sign /ai/= m i ne NOUN No case flexions Mostly no gender Number No congruency

16. Core vocabulary and grammar In GSD method we first introduce parts of the speech in linguistic order of the sentence structure: position, function, meaning in L1, subdivisions and possible usages in the language. Articles Adjectives Numerals Nouns Pronouns Wh-words Particles Conjunctions Prepositions Verbs Adverbs

17. GSD MAGIC POTION GSD methods allows no misunderstanding- L1 is used to explain, introduce, contrast and compare mother tongue and English Grammar and translation are important but not the only matter Pronunciation is given from the first day and develops gradually All skills are treated equally: reading, writing, listening, speaking Certain aspects of all previous methods are used in different contexts: every approach is appropriate- only at a different stage of the lesson Teacher is active, productive, clear, creative, human but highly demanding and principal in criteria, working within the given level Students are engaged in all 4 skills by taking part, concluding, thinking, giving examples, producing the language on their own Humor, personalizing, creativity, interaction, logics and understanding are the main principles of GSD method

18. What about the course book? Course book is not a Bible- it is the principles of our teaching that make it come to life and be useful: Pre-teach everything new Exemplify whatever you teach Practice immediately! Challenge your students to reach the goals Resume all that is being learnt Question the student's understanding Correct and use the mistakes to explain better Inspire your students to work by games Humanize every possible bit of the book Personalize the book, make your students use and produce the language according to their needs Test all that was taught by creative writing tasks and regular checks Keep control of the progress your students make Remember that teaching means bringing sense and success to your students at every moment of the class!

19. What `s in it for me? Are you teaching English? Do you find difficulties in your approach? Can you define your approach at all? Would you like to make a real success in your classroom? Would you like your students to worship you? GSD method is applicable worldwide because it is based on linguistics!

20. GSD method is universal! After 4000 Serbian students in barely 3 years- it has proven its reliability and effectiveness The 300-page teacher training guide is being modified for worldwide usage Search www.gsdmethod.com for details by the end of 2009 Visit www.britanicca.rs to see how it works!